ERIC ED400038: The Effects of Preschool Attendance & Kindergarten Schedule: Kindergarten through Grade Four. A Longitudinal Research Study.

81 Pages·1992·1.2 MB·English

by  ERIC

DOCUMENT RESUME
ED 400 038
PS 024 411
TITLE
The Effects of Preschool Attendance & Kindergarten
Schedule: Kindergarten through Grade Four. A
Longitudinal Research Study.
INSTITUTION
Ohio State Dept. of Education, Columbus. Div. of
Early Childhood Education.
PUB DATE
92
NOTE
80p.
PUB TYPE
Reports
Research/Technical (143)
Statistical
Data (110)
Information Analyses (070)
EDRS PRICE
MF01/PC04 Plus Postage.
DESCRIPTORS
*Academic Achievement; Access to Education;
*Alternate Day Schedules; Attendance; *Attendance
Patterns; Early Childhood Education; Educational
Change; Educational Policy; Educational Trends;
Elementary Education; *Full Day Half Day Schedules;
High Risk Students; *Kindergarten; Longitudinal
Studies; *Outcomes of Education; Predictor Variables;
School Entrance Age; School Readiness; Sex
Differences; Student Attitudes
IDENTIFIERS
*Preschool Effects
ABSTRACT
This longitudinal study examined the effects
on
children of three kindergarten schedules: half day, alternate day,
and full day. A secondary purpose was to examine the relaticinchir
between preschont attendance and subsequent school performance. Two
additional variables thought to be related to school
success were
also explored: children's gender, and age at initial kindergarten
entry. The study conducted and combined results of three different
specific assessments. The first of those studies, initiated in May
1986, a statewide survey of beliefs and practices concerning
kindergarten and preschool, obtained data from kindergarten teachers,
school superintendents, school district records, and parents of
kindergarten children. The second study, initiated in the
summer of
1986, was a retrospective analysis of the cumulative records of 8,290
elementary school pupils. The third study, initiated in the fall of
1986, was a prospective longitudinal study of two
groups of almost
6,000 elementary school students. The results indicate that children
who attended preschool prior to kindergarten experience greater
subsequent success in elementary school than those who do not attend.
The child who is most likely to succeed in the elementary grades is
a
girl who attended preschool, turned five in January before
kindei-garten entrance and attended a full-day kindergarten
program.
(Contains 24 references.)
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U.S. DEPARTMENT OF EDUCATION
Office of Educahonal Research and improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
)1f<This document tuts been reproduced as
ecerued from the person or organization
originating it
O Minor changes have been made to improve
reproduction 'wilily
Points of vow or opinions stated in this docu-
ment do not necessarily represent official
OE RI positron or policy
A Longitudinal Research Study of
THE EFFECTS OF
PRESCHOOL ATTENDANCE &
KINDERGARTEN SCHEDULE
Kindergarten Through Grade Four
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL
HAS BEEN GRANTED BY
T. So.kr.azzcs
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
DIVISION OF EARLY CHILDHOOD EDUCATION
OHIO DEPARTMENT OF EDUCATION
1992
BEST COPY AVAILABLE
STATE BOARD Of EDUCATION
Chester A. Roush, Kettering, President
Sue Ann Norton, Westerville, Vice President
Jean E. Bender, Akron
J. James Bishop, Toledo
Joseph A. Costanzo, Cleveland
John P. Dougherty, Canton
Mary Goodrich, Zanesville
Keith D. Hamilton, Painesville
Shirley Hawk,. Cleveland
Jack C. Hunter, Youngstown
Virginia E. Jacobs, Lima
Mary R. Lindner, Cincinnati
VVilliam E. Moore, Woodsfield
Edwin C. Price, Jr., Cincinnati
Constance Rice, South Charleston
Anthony J. Russo, Mayfield Village.
Wayne E. Shaffer, Bryan
Patricia Smith, Worthington
Sally R. Southard, Oxford
Jo A. Thatcher, Portsmouth
Martha W. Wise, Avon
01-110 DEPARTMENT Of EDUCATION
Ted Sanders, Superintendent of Public Instruction
of Public Instruction
Irene G. Bandy-Hedden, Assistant Superintendent
Childhood Education
Jane M. Wiechel, Director, Division of Early
Education
Paula M. Mahaley, Consultant, Division of Early Childhood
3
TABLE Ci F CONTENTS
TABLE OF Com Etas
Executive Summary
1
9
Research Design
9
Statewide Survey
Retrospective Analysis
10
Prospective Analysis
12
School Districts Participating in the Studies
13
Data Collected
15
Qualifications with Regard to the Studies
17
Research Findings
24
Statewide Survey
24
Kindergarten Schedule
27
School Achievement
27
Chapter 1 Placement and Grade Retention
32
Preschool Attendance
34
School Achievement
35
Chapter 1 Placement and Grade Retention
36
Gender
37
School Achievement
38
Chapter 1 Placement and Grade Retention
39
Age of Kindergarten Entrance
39
School Achievement
41
Chapter 1 Placement and Grade Retention
43
School Behavior
45
47
Kindergarten Schedule
Preschool Attendance
48
Gender
50
Age of Kindergarten Entrance
52
Teaching Practices and Observed Learning Behaviors
55
Summary and Conclusions
62
Follow-up Study
63
Implications
64
Bibliography
67
Appendix: Description of Subset Comparisons
69
AacriowuDGmeas
A study of this magnitude could not have been successfully conceived and launched
without the able assistance and guidance of the Preschool/Kindergarten Research Study
Advisory Committee, participation of the selected school districts, and the work of the
four regional data coordinators and the more than fifty data collectors. The members of
the Committee and the names of the school districts and regional data coordinators
are
listed below.
COMMITTEE MEMBERS
Mary Anderson, Columbus City Schools, Columbus
David Beveridge, Bedford City Schools, Bedford
James Brehm, Ohio Education Association, Columbus
Wilbur J. Cline, Ohio Association of Elementary School Administrators, Bellbrook
Svea Cooke, Evergreen Local Schools, Fulton County
Tony DiBiasio, Fairview Park City Schools, Fairview Park
George Erickson, Waterloo Local Schools, Portage County
Barbara Falls, Xenia City Schools, Xenia
Penelope Getz, Eastwood Local Schools, Wood County
Jane Hayman, Brunswick City Schools, Brunswick
Lucille Johnson, Columbus City Schools, Columbus
Francie Kerpsack, Ohio Association for the Education of Young Children, Canfield
Debbie Kohler, Ontario Local Schools, Richland County
Martha C. Leyden, University of Akron, Akron
Jacqueline Mann, West Carrollton City Schools, West Carrollton
Joan Mapson, Ohio Education Association, Columbus
Mary Ellen Martin, Northeastern Local Schools, Clark County
Suzanne McFarland, Ohio Association for the Education of Young Children, Toledo
Gregg Morris, Ontario Local Schools, Richland County
J.R. Mustard, Celina City Schools, Celina
Barbara Newman, The Ohio State University, Columbus
Peggy Rang, Beavercreek Local Schools, Greene County
Carolyn Reed, Akron City Schools, Akron
Michelle Ritter, Buckeye Central Local Schools, Crawford County
Dwight Rogers, Ohio University, Athens
Susan Rudloph, Lima City Schools, Lima
Chris Stafford, Proctor & Gamble Child Care Center, Cincinnati
Carol Stivers, Ripley-Union Lewis Local Schools, Brown County
Charles Thomas, Jr., East Liverpool City Schools, East Liverpool
Judy Thomas,Cincinnati City Schools, Cincinnati
J. Robert Warmbrod, The Ohio State University, Columbus
Sharon Watkins, Erie County Office of Education, Erie County
Wayne White, Dawson-Bryant Local Schools, Lawrence County
Pheetta Wilkinson, Ohio Head Start, Cincinnati
PARTICIPATING SCHOOL DISTRICTS
Akron City Schools, Akron
Beachwood City Schools, Beachwood
Bright Local Schools, Highland County
Cincinnati City Schools, Cincinnati
Claymont City Schools, Dennison
Cleveland Heights-University Heights City Schools, University Heights
Coblentz Local Schools, Preble County
College Corner Local Schools, Preble County
Edon-Northwest Local Schools, Williams County
Euclid City Schools, Euclid
Fairbanks Llocal Schools, Union County
Field Local Schools, Portage County
Gallipolis City Schools, Gallipolis
James A. Garfield Local Schools, Portage County
Geneva Area City Schools, Geneva
Liepsic Local Schools, Putnam County
Lorain City Schools, Lorain
Lynchburg-Clay Local Schools, Highland County
Madison Local Schools, Lake County
Miami East Local Schools, Miami County
Mil 'creek-West Unity Local Schools, New Lexington
New Riegel Local Schools, Seneca County
North Union Local Schools, Union County
Old Fort Local Schools, Seneca County
Orange City Schools, Pepper Pike
Perry Local Schools, Lake County
Pickerington Local Schools, Fairfield County
Piqua coy Schools, Piqua
Ridgewood Local Schools, Portage County
Rootstown local Schools, Portage County
Shaker Heights City Schools, Shaker Heights
South Euclid-Lyndhurst City Schools, Lyndhurst
Southeast Local Schools, Portage County
Waterloo City Schools, Waterloo
Wyoming City Schools, Cincinnati
REGIONAL DATA COORDINATORS
Patrick Gallagher, University of Cincinnati, Cincinnati
Martha Leyden, University of Akron, Akron
Mary Lou Rush, Educational Support Services, Sylvania
Ruth Roberts, University of Akron, Akron
6
iii
Throughout the course of this study, John R. Cryan, professor at the University of Toledo,
provided valuable input to the study. He also wrote and edited the several issues of
Research Report: An Inside Look at the Preschool/Kindergarten Longitudinal Research
Study and completed an extensive review of the literature. The framework for the study
and data presented in this publication are the result of the many hours, frequent discussions,
and extensive work done by Rob Sheehan, professor at Cleveland State University.
A special thanks goes to Lisa Usselman, secretary, Division of Early Childhood Educa-
tion, Ohio Department of Education, who provided many hours of assistance to ensure a
successful study.
BOARD lbsournota
As one of its major initiatives in 1985, the State Board of Education issued the
following resolution:
WHEREAS The State Board of Education has studied early childhood programs; and
WHEREAS the State Board empaneled a Commission on Early Childhood
Education which made recommendations about preschool, early identification,
early entrance, and latchkey programs; and
WHEREAS the State Board utilized the commission report to formalize legislative
recommendations regarding preschool and kindergarten programs; and
WHEREAS several of the recommendations were not funded by the legislature; and
WHEREAS additional information and data will be helpful to policy makers in the future;
THEREFORE BE IT RESOLVED, that the State Board of Education authorizes a
relevant, longitudinal study of the effects of preschool and/or several options for
kindergarten; and,
BE IT FURTHER RESOLVED, that the Superintendent of Public Instruction report the
progress of the study and the relevant longitudinal data at the end of each school
year throughout the study.
iv
INTRODUCTION
PRESCHOOL/
KINDERGARTEN
Child development research over the past iwenty
years has led educators and
LONGITUDINAL
policy makers to the inescapable conclusion that the early
years of schooling
(preschool through grade 3) are formative years during which
a tremendous
RESEARCH STUDY
amount of learning takes place. Most children do learn but many quickly fall
behind, failing to learn the basic skills in reading, language, and mathematics.
State and federal legislative initiatives have increasingly been designed
to respond
to this problem and that of ensuring success for all children. Additional service
programs for failing children cost money and give no guarantee that the programs
will work. Keeping children in school, progressing satisfactorily through the K-12
years saves money.
In 1984, The Ohio Department of Education initiated
a comprehensive effort to
make possible the school success of all children. The Department requested
research information that would have relevance to statewide policy making
in the
area of early childhood education. Specifically, it sought data on the effects of
various kindergarten schedules and preschool attendance as preliminary to
consideration of funding full-day kindergarten and public preschools.
Existing studies focusing on the effects of different kindergarten schedules tended
to
be with small samples or unique populations. The studies generally failed
to match
the rigorous standards characteristically employed in Head Start preschool
studies.
Moreover, the results were mixed at best. The Department
was interested in data
that would be of relevance for large numbers of children in the
state representing
the entire range of socioeconomic circumstances. The Department also wanted
to
identify additional factors that might promote
success in Ohio elementary schools.
Accordingly, a series of statewide studies
was conducted from 1985 to 1991.
of
This Preschool/Kindergarten Longitudinal Research Study combines the results
three studies as they pertain to the predictive value of specific variables linked to
three
the success of children in kindergarten and the early elementary grades. The
studies used are as follows:
A statewide survey of belief and practices concerning kindergarten
fall of
A retrospective analysis of 8,290 children entering kindergarten in the
1982, 1983, or 1984
A prospective longitudinal study of two groups with a total of almost 6,000
children who entered kindergarten in the fall of 1986 (Cohort 1) or fall of1987
(Cohort 2)
WHAT ARE THE
PURPOSES OF THE
ICINDERGAR1EN S 04EDULES
RESEARCH STUDY?
The overall focus of this entire research effort was to examine the effects on
children attending one of three kindergarten schedules:
Half day (typically 5 days per week, 2.5 hours per day)
Alternate day (lypically 5 days in 2 weeks, 5 hours per day)
Full day (typically 5 days per week, 5 hours per day)
PRESCHOOL ATI-ENDA/4a
A secondary purpose of the research effort was to examine the relationship
between preschool attendance and subsequent school performance. During the
exploring two additional variables that
course of this study, interest developed in
might be related to school success: children's gender and age at initial kindergar-
ten entry. These results are included in the final report.
WHEN DID THE
ADVISORY CommrrrEE
STUDY BEGIN?
The study was guided by a 28-member advisory team appointed by the Superin-
tendent of Public Instruction. Researchers and advisors involved in the research
effort commenced planning activities in the fall of 1985. An intensive literature
review was prepared during the winter of 1986. This literature review was used
in considering possible research strategies and instruments that should be a part of
the Ohio research effort.
DATA COLLECDON
By March 1986, three specific research studies had been recommended by the
4)4
advisory team to the State Board. In May 1986, the State Board initiated the first
'14
of those studiesa statewide survey of beliefs and practices
concerning kindergar-
l,4-.4..-75-4--
'1
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ten and preschool. This survey obtained data from kindergarten teachers, school
A
superintendents, school district records, and parents of kindergarten children. The
second study, initiated in the summer of 1986,
was a retrospective analysis of the
,...-."
cumulative records of 8,290 elementary school pupils.
The third study, initiated in the fall of 1986,
was a prospective longitudinal study of
two groups of almost 6,000 elementary school pupils.
THE CHILDREN IN THE STUDIES
WHAT IS THE DATA
BASE FOR THE
STUDIES?
Children in the retrospective study entered kindergarten in the fall of 1982,
1983, or 1984.
Children in the prospective study entered kindergarten in either the fall of 1986
(Cohort 1) or fall of 1987 (Cohort 2).
10